Navigating Special Education Paraprofessional Training Requirements

Paraprofessionals, also known as paraeducators, education assistants, instructional assistants, instructional support staff, or educational support persons (ESP), play a vital role in supporting students, particularly those with disabilities, within the educational system. Understanding the training and qualification requirements for these essential personnel is crucial for ensuring that students receive the appropriate support they need to succeed. In Minnesota, non-licensed support staff including paraprofessionals have important, often essential, roles in schools.

Federal Mandates: Ensuring Highly Qualified Paraprofessionals

Federal legislation plays a significant role in setting the standards for paraprofessionals, particularly those working in Title I programs or supporting students with disabilities under the Individuals with Disabilities Education Act (IDEA).

Title I Requirements Under ESSA

The Elementary and Secondary Education Act (ESEA), reauthorized by the Every Student Succeeds Act (ESSA) of 2015, mandates specific qualifications for paraprofessionals working in Title I programs. This is NOT a new requirement. Title 1 paraeducators have needed to meet this requirement since the enactment of the federal No Child Left Behind education law on Jan 8, 2020. The Every Student Succeeds Act of 2016 reauthorized the highly qualified requirement for Title 1 paraeducators established in NCLB. These requirements aim to ensure that paraprofessionals providing instructional support possess the necessary skills and knowledge to assist students effectively.

Who Must Meet These Qualifications?

All paraprofessionals working in a schoolwide program or schoolwide building are considered Title I employees.
Districts must ensure that all paraprofessionals who are required to do so meet the qualifications required in Section 1111(g)(2)(m).
Paraprofessionals required to meet highly qualified guidelines include those who provide instructional support and work under the direct supervision of a teacher in a school-wide building without regard to how the position is funded.
This also applies to those who work in a Targeted Assisted building and are paid in part or in full with Title I funds.

Minimum Qualifications for Title I Paraprofessionals:

The highly qualified guidelines for Title I Paraprofessionals should be attained before being hired by the LEA according to 34 CFR § 200.58. All paraeducators working in a Title 1 program must hold a high school diploma or its equivalent. In addition, Title 1 paraeducators must be highly qualified as defined by federal and state law. Only paraeducators providing instructional support need to meet this requirement.

In addition to a high school diploma or its equivalent, Title I paraprofessionals must meet one of the following criteria:

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Completed two years of study at an institution of higher education (In Arkansas, 60 semester credit hours at a regionally accredited institution of higher education are required).
Obtained an associate’s (or higher) degree.
Met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness). In Arkansas, the formal test accepted is the Educational Testing Services (ETS) "Parapro Assessment,” applicants must obtain a passing score of 457.

Instructional Support Defined:

Paraprofessionals who provide instructional support include those who:

Provide one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher.
Assist with classroom management, such as by organizing instructional materials.
Provide instructional assistance in a computer laboratory.
Provide instructional support in a library or media center.

Because paraprofessionals provide instructional support, they should not provide planned direct instruction or introduce students to new skills, concepts, or academic content. Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions are not considered paraprofessionals under Title I, Part A.

Important Note: Preschool and Arkansas Better Chance (ABC) paraprofessionals must meet the criteria outlined above if their preschool program is part of the Title I Schoolwide program, regardless of how the position is funded.

IDEA and Special Education Paraprofessionals

Federal special education law, commonly referred to as IDEA, or the Individuals with Disabilities Education Act, sets the minimum requirements for special education paraeducators. Congress in 2004. IDEA ensures that students with disabilities have access to a Free Appropriate Public Education (FAPE) in a Least Restrictive Environment (LRE). The law states students with disabilities on an Individual Education Program (IEP) can benefit from learning within their regular education classroom and should have every opportunity to participate in all activities. Some students may need additional staff supports and services to be successful in the classroom. A paraprofessional may be one option to help students with disabilities learn and participate with students with and without disabilities to enhance the program and instruction for the student.

Minimum Qualifications for Special Education Paraprofessionals:

Paraprofessionals who are funded with state or federal special education dollars must meet one of the following requirements:

At least two years of college credits (usually 60 credits if earned in Minnesota) through an accredited institution of higher education; or
An associate’s degree or higher; or
A passing score on an approved, formal assessment (see below) demonstrating the knowledge and ability to assist with instruction in reading/language arts, writing, mathematics or readiness for each; or
Meet the competencies listed in the MDE-approved competency grid, previously referred to as the local assessment.

For the first two options, a specific course of college study is not required, though the individual must be able to demonstrate the ability to assist with basic skills instruction. In all cases, the individual must demonstrate proficiency in the English language.

The Role of the IEP Team:

The IEP team will also decide when and how often the student needs the paraprofessional. The IEP will include a statement of the student’s need for and the specific responsibilities of a paraprofessional. The paraprofessional can assist the student(s) on IEP goals and objectives. The paraprofessional may also assist with accommodations required due to the student’s disability. A statement of program modifications supports or changes will be on the IEP.

Responsibilities and Essential Knowledge:

Develop knowledge and skills on roles and responsibilities, student’s rights to privacy and reporting, handling emergencies and building orientation.

Minnesota-Specific Requirements and Resources

Minnesota has specific regulations and resources in place to support and ensure the quality of paraprofessionals working within the state.

Assessments and Competency Options

For the third option, two state-approved formal assessments are available through most regional educational service cooperatives and some school districts:

The Paraeducator assessments require in Minnesota passing scores of 65% for the Instructional Support test and 70% for the Knowledge and Application test.
Updated (5/23/2025): The ParaPro assessment requires a combined Minnesota passing score of 455.
Updated (9/12/2025): The ParaPathways assessment requires two subtests-one for Reading and Writing and one for Mathematics-each with a passing score of 332.

Competency Grid Option:

The competency grid option, previously referred to as the local assessment, for paraprofessionals supporting children with disabilities in special education programs has been updated. If no other federal or local requirements are in place, districts may use the qualitative criteria consistent with specific competency areas in Minnesota Rules, part 8710.9000, as their approved competency grid for determining whether their paraprofessionals meet personnel requirements for serving in special education programs.

The competency grid could be an option for paraprofessionals who do not have two years of college credits or an associate’s degree or higher, or who have not yet received a passing score on an MDE-approved formal assessment. This can now include newly hired paraprofessionals; however, the paraprofessional must meet the minimum qualifications before serving in special education programs. Department of Education has denied requests to waive or relax the requirements.

Each local education agency (LEA) is responsible for ensuring that all special education paraprofessionals working in classrooms with children with disabilities meet personnel requirements. For specific questions about local staffing policies or practices, please reach out to your special education director.

Training and Professional Development

Training Requirements Within 60 days of starting work as a paraprofessional, school districts are required to provide the training required in Minnesota Statutes 2024, section 120B.363, subdivision 3. School districts are required by Minnesota Statutes 2024, section 121A.642 to provide at least eight hours of annual paid professional development to all paraprofessionals and other instructional support staff with at least six hours completed before the first instructional day or within 30 days of hiring. The professional development must relevant to work responsibilities and may include planning with the classroom teacher or the requirements of Minnesota Statutes 2024, section 120B.363, subdivision 3. A school administrator must annually certify compliance with the requirement. Starting in SY25, school districts will be separately reimbursed for prior year compensation of the eight hours of paid professional development.

Voluntary Paraprofessional Credential

Paraprofessionals who have passed an assessment(s) approved by the Minnesota Department of Education (see below) may wish to complete the additional requirements to obtain the Voluntary Paraprofessional Credential administered by the Minnesota Professional Educator Licensing and Standards Board (PELSB). The voluntary credential is not required to work as a paraprofessional. Candidates for the Paraeducator Credential must pass either the Paraeducator or the ParaPro and have two years of experience as a paraprofessional in the same district, and complete 60 hours of PD and submit a portfolio documenting they have addressed the competencies laid out on the MDE site dedicated to the voluntary credential. MDE has stated that the district "must retain a copy of each paraprofessional's diploma, college transcripts, and/or official assessment results to demonstrate compliance with federal requirements." We also recommend that the employee retain copies of their own test scores and transcripts.

Are these tests the same as the Voluntary Paraeducator Credential offered through PELSB? No. The voluntary paraeducators credential offered through PELSB requires a higher standard of training and experience. Candidates who have the Paraeducator Credential exceed the federal requirement.

Paraprofessional Recognition Week

Recognition of paraprofessional contributions to student success is celebrated during the last full week of January. The Governor’s proclamation and certificate of commendation are posted each year as they become available from the Governor’s office.

Addressing Concerns and Ensuring Fair Treatment

Some districts hired paraeducators and other employees in special education and Title 1 programs without requiring that they meet the federal standard. We know this because administrators are now, in some places, sending brusque correspondence to longtime staff insisting that they acquire a credential or training that the employer had never before required. For those individuals, having the credential was clearly not a condition of employment.

Under the state's collective bargaining law, PELRA, employers may not impose a new condition of employment on staff without negotiating with their union. In the districts in which employees may be going into negotiations or already in bargaining, units should invite districts to make a proposal regarding this issue. Additionally, units should insist that employers compensate employees for any costs of acquiring a new credential that the district previously did not require. This includes the cost of purchasing transcripts that the district did not request or require when the employee was hired.

In the districts in which the parties are working under an existing contract, the union may choose to enter into a memorandum of understanding regarding this requirement, or the union can tell employers that they will be happy to discuss the district's desire to implement a new condition of employment during the next round of bargaining.

Additional Resources

For further information or advocacy services, contact The Arc Minnesota at 952-920-0855 or toll-free at 833.450.1494 or visit www.arcminnesota.org. (Please note: This document is not legal advice, and should not be construed as such.

Paraprofessional Competency Grid Approval Criteria for State Special Education Aid Eligibility - 5/23/25
Competency grid form for inclusion in personnel files, future information and reference
Frequently Asked Questions (FAQ) (Updated 6/24/2025)
Frequently Asked Questions (FAQ): Personnel Support Qualification Requirements for Paraprofessionals Serving in Special Education Programs - 6/24/2025Document to address questions raised by employees and school districts regarding the state personnel requirements for paraprofessionals serving in special education programs.
Paraprofessional Qualifications Examined Work Group Consultation (2024-25)

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